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High school presents SAT/PSAT, AP and intervention plan as district eyes higher benchmarks
Summary
High-school staff presented SAT/PSAT and AP results, compared cohort growth to state and alliance-district benchmarks, and outlined tiered interventions (walkthroughs, three-reads, targeted math intervention) to boost proficiency.
At the East Windsor Board of Education meeting, high-school staff presented detailed SAT/PSAT and Advanced Placement data and described instructional steps intended to raise student proficiency and close cohort gaps.
The presenter said the district’s goal is "to have all our students reach 80% grade level proficiency with 100% growth on internal and external assessments," and walked members through cohort comparisons against state averages and Alliance-district peers. She noted differences in assessment scales (PSAT vs. SAT) and explained that some benchmark shifts reflect changes to test scoring and expectations.
The presentation cited specific results: one cohort grew in evidence-based reading and writing from about 26% at baseline to 57% in the spring, while math gains were smaller. The presenter also reported that roughly 99% of the district’s eligible students took the SAT, reducing the likelihood that low participation skews results.
On advanced coursework, staff said 42 students (about 16% of the school) took AP courses last year and together completed 74 AP exams; 38% of those exams scored 3–5, and roughly 38% scored a 2. Staff described plans to expand access to AP and dual-enrollment offerings (referred to in the packet as 'Yukon/ECE' credit), but said faculty credential requirements and state dual-enrollment processes currently limit growth.
To improve outcomes, staff outlined tiered supports and instructional strategies. They logged 254 informal classroom walkthroughs this school year to target professional development, emphasized higher Depth-of-Knowledge questioning, and described a three-read strategy for text-based lessons. For students identified as needing intensive support—about 30 students in the transcript’s example—staff proposed a concentrated math-intervention block staffed by certified teachers, with additional scaffolding and tutoring.
Board members raised scheduling and class-size concerns tied to reallocating certified teachers for interventions and urged planners to ensure any tutor or intervention is in place by Sept. 1. The presenter and administrators agreed to further refine scheduling plans and oversight.
The presentation also addressed accountability measures: the district exceeded the state average on a credit-bearing metric (earning 46.5 of 50 possible points, or 93.1% versus the state's 89.8%), but members were reminded that state reporting counts special-education students who remain eligible beyond the six-year window against cohort graduation rates, which can depress rates in small districts.
Board members praised the openness of the presentation and asked for follow-up materials on scheduling models, details about deployment of tutors vs. reassigning staff, and specific plans for ninth-grade interventions aimed at stopping early performance declines.
The board did not take action on these instructional plans at the meeting; staff said they will return with more detailed proposals and scheduling scenarios.
